The current research aimed to know the effect of cognitive load, emotional facial expressions and distractor letter matching in the selective attention task. A mixed factorial design was used that included cognitive load (high, low), facial expressions (positive, neutral, negative) and distractor letters (Incongruent to congruent) within groups, and academic levels (first and fourth years) between groups, and measuring the effect of these variables separately and their interaction on the reaction time and error rate for two selective attention tasks. The basic experimental sample consisted of (105) students from the Faculty of Education, Zagazig University. The research instruments were represented in preparing computerized tasks on the E-Prime program, which is a task that uses letter discrimination and Flanker task. By using Mixed factorial Repeated Measure, the results showed that there were statistically significant differences between facial expressions in the reaction time and the error rate for target letter discrimination task in favor of positive faces, as well as differences in the binary interaction between facial expressions and perceptual load in favor of positive faces under low perceptual load condition compared with high perceptual load condition, there are also differences in the binary interaction between perceptual load and academic level in favor of fourth-year students under low perceptual load condition compared with high perceptual load condition. There are also differences between the congruence of the distractor letter (congruent, non-congruent) in favor of the congruence of distractor letter in the reaction time and error rate, as well as differences in the binary interaction between congruence and perceptual load in favor of the congruent letter under low perceptual load condition, as well as differences in the binary interaction between academic level and perceptual load in favor of fourth-year under low perceptual load condition compared with high perceptual load condition.